KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRE PRIMARY SCHOOL CURRICULUM DESIGN

LANGUAGE ACTIVITIES

PRE PRIMARY I
 First Published in 2017

Revised 2024

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electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

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TABLE OF CONTENTS
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... iii
LESSON ALLOCATION FOR PRE PRIMARY .............................................................................................................................................. vi
LEVEL LEARNING OUTCOMES FOR PRE-PRIMARY EDUCATION ....................................................................................................... vi
ESSENCE STATEMENT ................................................................................................................................................................................. vii
SUBJECT GENERAL LEARNING OUTCOMES .......................................................................................................................................... viii
1.0 GREETINGS AND FAREWELL ................................................................................................................................................................. 1
2.0 MYSELF ........................................................................................................................................................................................................ 9
3.0 MY FAMILY ............................................................................................................................................................................................... 20
4.0 MY HOME .................................................................................................................................................................................................. 34
5.0 MY NEIGHBOURHOOD ........................................................................................................................................................................... 46
6.0 MY SCHOOL .............................................................................................................................................................................................. 60
SUGGESTED FORMATIVE ASSESSMENT RUBRIC FOR LISTENING AND SPEAKING ..................................................................... 72
SUGGESTED FORMATIVE ASSESSMENT RUBRIC FOR READING ...................................................................................................... 76
SUGGESTED FORMATIVE ASSESSMENT RUBRIC FOR WRITING ....................................................................................................... 79
APPENDIX 1: COMMUNITY SERVICE LEARNING (CSL) AT EARLY YEARS EDUCATION (PP1&2 AND GRADE 1-3) ............... 82
APPENDIX 2: SUGGESTED ASSESSMENT METHODS FOR THE DIFFERENT LANGUAGE SKILLS ............................................... 85
APPENDIX 3: SUGGESTED LEARNING RESOURCES .............................................................................................................................. 86

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NATIONAL GOALS OF EDUCATION

1. Foster nationalism, patriotism, and promote national unity

Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.
b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

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4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner
to respect, appreciate and participate in the opportunities within the international community. Education should also
facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Promote positive attitude towards good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

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v
LESSON ALLOCATION FOR PRE PRIMARY
S/No Activity Learning Area Number of Lessons per Week
1. Language Activities 5
2. Mathematical Activities 5
3. Creative Activities 6
4. Environmental Activities 5
5. Religious Activities 3
Pastoral Instruction Programme 1
Total 25

Note:
The time allocated for each activity area is 30 minutes.

LEVEL LEARNING OUTCOMES FOR PRE-PRIMARY EDUCATION

By end of Pre-Primary Education, the learner should be able to:
1. Demonstrate basic pre literacy and pre numeracy skills for learning,
2. Apply creative and critical thinking skills in problem solving,

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3. Practice appropriate etiquette for interpersonal relationships,
4. Explore the immediate environment for learning and enjoyment,
5. Demonstrate acquisition of physical, emotional, spiritual, aesthetic and moral development,
6. Demonstrate appreciation of the country and its rich, diverse cultural heritage for harmonious living,
7. Develop interests, talents and character for positive contribution to the society.

ESSENCE STATEMENT
Language Activities is a learning area that provides learners with opportunities to build on communicative skills acquired at home
as they transit to formal learning. Introduction to pre literacy activities facilitate the young learner’s ability to build a firm
foundation for oral and written communication skills. The aim of the learning area is to develop the learner’s pre literacy skills
which include listening and speaking, pre reading and pre writing. The skills include aspects such as telling and retelling stories,

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listening comprehension, book care and handling, scribbling, colouring, letter articulation of letter sounds, letter names, syllables
and three letter words.
Language activities are predominantly learned through the communicative language learning approach. Learners will also be given
opportunities to develop pre literacy skills through play-based learning, task-based learning and project-based learning. Learning
will take place through interesting, engaging and age appropriate experiences such as playing, singing, chanting rhymes, reciting
poems and modelling. The skills in language acquired at the end of Pre Primary level prepare the learner to seamlessly transit to
Primary education.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Pre-Primary Education, the learner should be able to:

a) Develop appropriate listening skills from varied experiences to enrich their ability to communicate,

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b) Express own opinions, ideas and feelings creatively, freely and confidently using basic vocabulary in varied
situations as they appreciate others,
c) Participate in conversations using appropriate verbal and non-verbal language in their everyday experiences,
d) Articulate letter sounds correctly in preparation for reading,
e) Articulate syllables correctly in preparation for reading,
f) Articulate letter sounds and syllables correctly forming three letter words in preparation for reading,
g) Develop appropriate reading readiness skills in varied learning experiences,
h) Apply appropriate writing readiness skills in varied learning experiences.

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 1.0 GREETINGS AND FAREWELL

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.1 Greetings By the end of the sub The learner is guided to: Why do we greet
and Speaking and Farewell strand, the learner should  say why people greet each other, people?
be able to:  say people who have greeted them
a) mention why we greet and those they have greeted,
(3 Lessons) each other in our day  collaboratively imitate greetings,
-to-day life,  imitate bidding of farewell,
b) use greetings in social  watch a video clip or listen to an
interactions, audio recording on people greeting
c) use farewell words and bidding farewell,
and gestures in social  discuss pictures on people greeting
interactions, one another and bidding farewell,
d) appreciate the
 role play people initiating and
importance of
responding to greetings,
greetings and bidding
 role play people bidding farewell
farewell in daily
using words and gestures,
interactions.
 sing songs related to greetings and
bidding of farewell.
Core competencies:
 Communication and collaboration: The learner enhances listening and speaking skills while discussing pictures on people
greeting and bidding farewell.

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 Self-efficacy: The learner assertively role plays initiating and responding to greetings and bidding farewell while using
words and gestures.
Values:
 Integrity: The learner role plays greetings and bidding farewell with humility.
 Unity: The learner imitates greetings together with others amicably and in unison.
Pertinent and Contemporary Issues:
Interpersonal relationship: The learners learn to show concern to others by engaging in greetings and bidding each other
farewell which creates healthy relationships.
Link to other Activity Areas:
Greetings and bidding of farewell are done to show love and concern and ensure interpersonal relationship with others. This
can be linked to Religious Education, (CRE) where the need to love and care for one another emphasised.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.2 Time By the end of the sub strand, The learner is guided to: Why do we bid
and Speaking related the learner should be able  talk about different greetings used at people farewell at
greetings to: different times of the day (good different times?
and farewell a) state words we use to morning, good afternoon, good
greet at different times evening),
(3 Lessons) of the day,  greet and bid farewell to each other
b) use time related using the right words,
greetings correctly,  relate words used in bidding farewell
c) express farewell words to different times of the day (good
and gestures in relation bye, good night, see you later),
to time,  role play greeting and bidding
d) acknowledge use of farewell to one another relating to
greetings and bidding of different times of the day,
farewell in social  sing songs on time related greetings
interactions. using words and gestures,
 sing songs on bidding farewell at
different times of the day using
words and gestures.
Core competencies:
 Communication and collaboration: The learner together with others articulate words while singing songs related to
greetings and bidding of farewell.
 Self-efficacy: The learner confidently role-plays greeting and correctly responds to greetings.

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Values:
 Unity: The learner together with others role-play time related greetings and bidding each other farewell.
 Love: The learner greets and responds to each other in role-playing time related greetings and bidding of farewell as a way
of showing concern.
Pertinent and Contemporary Issues:
Social cohesion: The learner learns works collaboratively in greeting and bidding of farewell experiences. The concept of
greetings too help develop concern for one another’s welfare and thus social cohesion.
Link to other Learning Areas:
Greetings and bidding of farewell are done to show love and concern and ensure interpersonal relationship with others. This
can be linked to Religious Education, (CRE) where the need to love and care for one another emphasised.
The choice of greeting and farewell words in respect to time relate to the concept of time in Mathematics.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.1 Reading By the end of the sub The learner is guided to: How can we
readiness strand, the learner  explain in pairs or groups how we move eyes take care of our
should be able to: when reading, books?
a) describe how we  read pictures arranged from the top to the
(4 lessons) move eyes when bottom of a page or chart,
reading,  view a video clip or observe pictures of
b) demonstrate top- sequenced activities arranged from left to
down orientation in right in the correct order,
reading,  read given series of pictures arranged from
c) turn pages from right left to right as they narrate the happenings,
to left when opening  turn pages of a picture book from right to
a book, left,
d) embrace caring for  play a game on turning picture book pages
books in preparation where they tap in advance all pages with a
for reading. picture responsibly to avoid tearing.
Core competencies:
 Learning to learn: The learner persists in viewing pictures on clips and reading the same on books getting more
information through the pictures.
 Self-efficacy: The learner independently turns pages of a book appropriately and carefully while reading pictures.
Values:
 Responsibility: The learner learns to carefully turn pages of a book from left to right without tearing among the book
handling skills.

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 Integrity: The learner with resilience reads pictures arranged from left to right and narrates the happenings.
Pertinent and Contemporary Issues:
Social economic awareness: the learner learns to take good care of books while reading or handling to avoid unnecessary cost
in replacing them.
Link to other Learning Areas:
Reading readiness is a skill needed in all Learning Activities. This means that up-bottom and left-right book reading skills as
well as turning pages from right to left are skills used across the Learning areas in preparation for learning.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Writing 3.1 Print By the end of the The learner is guided to: How can we make
awareness sub strand, the  recognize pictures of familiar things within pictures?
learner should be their environment (on charts, books, digital
(2 Lessons) able to: devices),
a) identify given  talk about the pictures,
pictures of  hold pencils, pens, sticks crayons or coloring
familiar things pictures pencils correctly and scribble freely
within the on surfaces,
environment,  display their scribbled work for self and peer
b) scribble freely assessment,
on books in  freely colour pictures of familiar things in
preparation for their environment,
writing,  model pictures of familiar things in the
c) Have fun while environment,
scribbling on
 clear the working space,
books and other
 wash hands with clean water the modelling
surfaces in
experience.
preparation for
writing.  sing songs while colouring pictures in the
environment for motivation.
Core competencies:
 Learning to learn: The learner scribbles freely on surfaces with diligence.

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 Imagination and creativity: The learner interacts with the pictures and acquires new ideas on how to handle books and
digital devices.
 Self-efficacy: The learner scribbles persistantly and proudly displays own work for others to see because there a belief
thats it is well done.
Values:
 Responsibility: The learner is involved in the colouring of pictures in the environment without assistance.
 Peace:The learner shares scribbling and colouring materials such as pencils, crayons without conflict.
Pertinent and Contemporary Issues:
Personal hygiene awareness: The learner clears working area and washes hands with soap and clean water after modelling
pictures in the environment to enhance cleanliness.
Link to other Learning Areas:
The learners can connects modelling things in the environment to modeling in Creative Arts.

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 2.0 MYSELF
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.2 Self By the end of the sub strand, The learner is guided to: Why is it
and Speaking awareness the learner should be able  take turns to say own name in full, important to
to:  discuss why children should have know yourself?
(2 Lessons) a) identify self by name, names,
b) distinguish self as girl or  share what they know about being a
boy, girl or being a boy,
c) recite a poem  participate in poems on self-
mentioning their age, awareness saying their name, gender
d) acknowledge the and age (teacher-made, pre-recorded),
importance of personal  play games on self-awareness.
identity.
Core Competencies:
Self –efficacy: The learner participates in poems on self-awareness saying their name, gender and age independently.
Values:
Respect: The learner takes turns to say own name in full and patiently listens to names of others.
Pertinent and contemporary issues.
 Learning to learn: The learner discusses and becomes aware of why names are important.
 Self-awareness: The learner correctly identifies self, using name, gender and age.
Link to other Learning Areas:
Self-awareness is critical to learner in order to build confidence and believe in self. The concept of self-awareness is also
taught in CRE as a sub strand under the strand of Creation

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.1 Listening for By the end of the sub The learner is guided to: 1. How do people
and enjoyment strand, the learner should  talk about the songs they know, respond to
Speaking be able to:  sing children songs while others songs?
(5 lessons) a) name different songs 2. Why do people
listen,
children sing,  imitate songs with actions and sing?
b) sing different movements as a group, in pairs
children’s songs, and later individually,
c) demonstrate ways of  listen to audio or videos records
dancing to children’s of children’s music
songs using different  show various body movements
parts of the body, using (fingers, head, waist, feet,
d) value listening to shoulders) in response to
music for enjoyment. music/dancing,
 respond to music in various ways
by tapping, nodding or shaking.
Core competencies:
 Creativity and imagination: The learner shows various body movements using fingers, head, waist, feet, shoulders in
response to music/dancing with originality.
 Self-efficacy: The learner sings songs alone as others listen.
Values:
Unity: The learner co-operates with others to dance as a group.

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Pertinent and Contemporary Issues:
Health related issues: The learner dances and exercises body muscles while appreciating what music can do to our health.
Link to other Activity Areas:
The sub strand ‘Myself’ brings about awareness of God’s creation and how we appreciate our bodies as it is mentioned in
Religious Education.

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Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.0 Reading 2.1 Book By the end of the sub strand, the Guide learner to: How do you take
handling learner should be able to:  share experiences on how books care of books?
a) state ways of taking care of should be taken care of to avoid
(3 Lessons) books, destruction,
b) organise books in a bag,  observe teachers’ demonstration
c) arrange books for safe on how to arrange books in bags,
keeping, on shelves, cupboards and tables.
d) turn over pages of a book  work together to arrange books
from right to left, appropriately in bags, on shelves,
e) advocate for appropriate cupboards or tables.
handling of books for  display arranged books for others
sustainability. to see and assess,
 take turns in checking the handling
of books by peers,
 turn over pages from right to left,
 turn each page gently.
Core competencies to be developed:
 Learning to learn: The learners share experiences on how books should be taken care of to avoid destruction.
 Self-efficacy: The learner turns pages of a book appropriately and cares for books by arranging them well in own bag and
on school shelves/tables.

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Values:
Responsibility: The learner takes good care of the resources entrusted to them by arranging books appropriately in bags, on
shelves, cupboards or tables persistently.
Pertinent and contemporary issues:
Social cohesion: The learner collaborates with others to arrange books.
Link to other Activity Areas:
Proper book handling and care is necessary across all other learning areas as they handle their books daily.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Questions
2.0 Reading 2.2 Reading By the end of the sub The learner is guided to: Why do we
posture strand, the learner  view pictures of correct and incorrect need to sit
should be able to: reading postures video clips, charts or upright as we
(3 Lessons) a) identify correct read?
books,
reading posture in  distinguish correct reading posture from
given pictures, incorrect reading posture based on the
b) use an appropriate video clip, or charts and books,
posture when  observe correct reading posture
reading, demonstrated by the teacher,
c) acknowledge the  practice correct reading posture,
importance of  sing songs on correct reading posture as
correct posture when they practice the correct posture,
reading.  observe peers and assess each other on
correct reading posture.

Core competencies:
Critical thinking and problem solving: The learner distinguishes correct reading posture from incorrect reading posture
based on the video clip, a charts or books to select the most viable
Values:
 Peace: The learner observes peers and assesses the correct reading posture with love.
 Unity: The learners work together in fairness giving one another feedback on how to use right reading posture.

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Pertinent and contemporary issues:
Health education: The learner learns proper sitting posture while reading that helps avoid unnecessary straining of body
parts that could bring about health issues.
Link to other Activity Areas:
Outdoor activities as the learner practices both gross and fine motor muscles in and outside class.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Questions
3.0 Writing 3.1 Writing By the end of the sub strand, Guide learner to: 1. How do we
posture the learner should be able  select the correct sitting posture from a sit
to: variety of pictures, appropriately
a) identify appropriate  observe demonstration of appropriate when writing?
(3 lessons) sitting posture when sitting posture when writing either from 2. Why sit
scribbling, drawing and the teacher or a video clip, appropriately
writing,  practice the correct writing posture when writing?
b) sit appropriately when
following demonstration from the
scribbling, colouring
and writing, teacher or a video clip,
c) consult on appropriate  model objects using either clay, dough
sitting posture when or plasticine while using correct sitting
involved in pre-writing posture in preparation for writing,
and writing experiences.  recite a simple poem on appropriate
sitting posture while using actions.
Core competencies:
Self-efficacy: The learner utilizes information observed from demonstration of appropriate sitting posture from the teacher or
a video clip.
Values:
 Responsibility: The learner is able to sit appropriately when writing and with diligence avoids mistakes associated with
inappropriate sitting posture.

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 Peace: The leaner works with love when practising with others appropriate sitting posture.
Pertinent and Contemporary Issues:
Life skill: Self-awareness is developed as the learner realizes that can sit appropriately and write properly.
Link to other Learning Areas:
The learner models objects which is related to modeling in Art and Craft(Creative Activities)

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Strand Sub Strand Specific Learning Outcome Suggested Learning Suggested Key
Experiences Inquiry
Questions
3.0 Writing 3.2 Pre By the end of the sub strand the The learner is guided to: Which materials
writing skills learner should be able to:  name different writing do you require
a) identify different materials materials and tools (books, when writing?
(3 Lessons) used in writing and colouring, pencils, colour pencils,
b) demonstrate the ability to sticks).
scribble from up to bottom of  scribble on books from up to
the page. bottom of the page.
c) demonstrate the ability to  scribble from the left to the
scribble from left to right, right side of the pages.
d) colour pictures within  hold a book appropriately
borders, when colouring.
e) take pleasure in scribbling and  colour pictures within borders
colouring within borders of appropriately and show peers,
shapes.  sit in the right posture while
scribbling as earlier
demonstrated.
Core competencies:
 Creativity and imagination: The learner scribbles gently on book from up to bottom of a page and from left to right of
same page.
 Self-efficacy: The learner independently scribbles and colours within borders as expected.
Values:
Respect: The learner works with others in humility when colouring pictures within borders appropriately.

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Pertinent and Contemporary Issues:
Social skills: The learner engages in colouring pictures and showing peers.
Link to other Activity Areas:
The learner models to enhance pre writing activities as they model in Art and Craft(Creative activities)

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 3.0 MY FAMILY
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.1 Active By the end of the sub strand, The learner is guided to: What do you
and Speaking listening the learner should be able  say members of the family, like about your
to:  tell their relationship with the members family?
a) name family members of the family. (father, mother, brother,
using their appropriate sister),
(4 lessons) titles as they refer to  to one another tell stories about family
them, members,
b) tell short stories about  tell news about family members
family members,  sing songs about family members,
c) respond to simple  answer questions on family members,
instructions,
 role play family members,
d) participate with pleasure
 respond appropriately to instructions on
in reciting poems about
family,
family members.
 recite poems on family members.
Core competencies:
 Communication and collaboration: The learner interacts with others and talks about family and listens to stories about
family members.
 Creativity and imagination: The learner cretively tells stories about family members and recalls their roles while role
playing family members.
 Self-efficacy: The learner confidently talks about family members.

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Values:
 Respect: The leaner with others take turn in telling stories about family members and quietly listen to others do so.
 Responsibility: The learner learns own roles in the family while role playing family members and their tasks.

Pertinent and Contemporary Issues:

Social cohesion: The leaner with others in class talk about family members and the strong relationships.
Link to other Activity Areas:
Learners are involved in active listening so as to follow instructions and receive information across Activity Areas.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.2 Self- By the end of the sub The learner is guided to: What work is
and Speaking expression strand, the learner should  tell news about family members, done by different
be able to:  tell who are the members of the family members of the
(4 lessons) a) identify the appropriate and the ones not, family?
titles of family  tell stories about members of the family,
members, (sister, brother, mother, self and father),
b) tell stories in details their names, what they do, where they
about family members, live, what they like…,
c) mention work done by  name work done by different
family members, members of the family,
d) recommend family  sing songs about family members,
members for what they  role play work done by family members.
do.
Core Competencies:
 Self-efficacy: The learner assertively talks about family members and their roles.
 Citizenship: The learner talks about and appreciates the roles and responsibilities of family members.
Values:
Unity: The learner appreciates role played by each member of the family to keep them together.
Social justice: The leaner learns the importance of fairness in sharing work and responsibilities among family members.

Pertinent and Contemporary Issues:

Socio-economic issues awareness: The learner understands that parents work in different places and earn differently.

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Link to other Learning Areas:
Self-expression is a life skill necessary in all learning areas for learners to answer questions in class, for daily communications
and for expression of needs.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.3 Polite By the end of the sub The learner is guided to: 1. Why do we use
and Speaking language strand, the learner should  name words used to request, polite language?
be able to: apologise and appreciate. 2. When do we use
(3 Lessons) a) identify words that  tell why we should use polite polite language?
depict polite language language in day-to-day
in daily interactions, interactions.
b) use polite language in  engage in dialogue using polite
daily interactions, language in class (please, thank
c) Appreciate the use of you, may I? kindly,)
polite language in day-  use appropriate polite language
to day interactions. while
 role playing work done by family
members.
 watch a video clip or listen to a
recording on use of polite
language.
 talk about pictures showing
gestures on use of polite language.
Core competencies to be developed:
 Communication and collaboration: The learner engages in dialogue using polite language in class and together with others
role play work done by family members .

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 Creativity and imagination: The learner assumes the roles of different family members while using polite language.

Values:
 Respect: The learner uses polite language to interact, request, apologise and appreciate others in daily life.
 Love: The learner purposes to maintain good relations with those around by using polite language.
Pertinent and Contemporary Issues:
Family conflicts under citizenship education is avoided by the learner, with the awareness of using polite language to maintain
good social relations.
Link to other Learning Areas:
Religious education where learners learn to apologise and use polite language in social interactions.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcome Inquiry
Question(s)
2.0 Reading 2.1 Print By the end of the sub strand, The learner is guided to: Why do family
awareness the learner should be able  read aloud pictures on books, charts members wear
to: and boards on clothes worn by family different types of
a) name pictures of clothes members. clothes?
worn by family  talk about pictures showing clothes
(3 Lessons) members, worn by boys and those worn by girls,
b) differentiate pictures of  role play washing clothes worn by
food eaten by family family members.
members,  watch a video clip on different types of
c) Actively participate in foods (read pictures on different types
identifying pictures of food).
related to family.  identify the types of food watched on
the video or read on the pictures.
 talk about different foods eaten at
home,
 play a look and say game using
pictures of foods eaten by family
members.
 fix puzzles using broken pictures of
clothes worn by family members (vest,
shirt, dress).

26
  bring picture cut outs on family
members, clothes or food from old
books, gazettes or magazines.
 sing songs related to family.
Core competencies:
 Self-efficacy: The learner correctly identifies pictures and fixes puzzles of broken pictures.
 Critical thinking and problem solving: The learner correctly identifies where to fix the broken puzzles to make a whole
picture.
Values:
 Unity: The learner appreciates the role of school uniform as clothes worn in school that make them belong to the school
family.
 Responsibility: The learner through role play on washing of clothes learns that can wash own clothes at home.
Pertinent and Contemporary Issues:
 Citizenship: The learner mentions clothes worn by boys and girls and it is emphasised that it is their right to access
clothing as a basic need.
 Health related issues: The learner becomes aware of the importance of eating a balanced diet as they talk about the
different types of food eaten.
Link to other Learning Areas:
Foods eaten and clothes worn by family members relate to the family members strand in Environmental Activities.

27
Strand Sub strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.2 Phonic By the end of the sub The learner is guided to: 1. What
awareness strand, the learner should  listen to the first five letter sounds of the pictures do
be able to: alphabet (from the teacher or an audio you enjoy
a) identify the first five recording) then repeat. reading?
(5 Lessons) letter sounds of the  read out the first five letter sounds of the 2. Which letters
alphabet (a, b, c, d, alphabet in groups and in pairs then sound the
e), individually. same?
b) match the first five  recognize the letter sounds from charts,
letter sounds of the books, cards or any other written material
alphabet with within the class.
corresponding objects  match the letter sounds with corresponding
whose name begin objects whose name begin with the letter
with the sound for sound (a for apple, b for boy, c for cat).
mastery (a, b, c, d, e),  play letter sound recognition game like a
c) choose to chant fishing game (picking randomly learnt letter
rhymes on the letter sounds from a box or basket and read it
sounds. out).
 chant rhymes related to the learnt letter
sounds for mastery.
Core competencies:
 Self-efficacy: The learner masters reading of the first 5 letter sounds correctly and confidently.
 Learning to learn: The learner discovers that letter sounds can be associated with pictures of objects whose names have the
letter sounds for a quick memory.

28
Values
 Respect: The learner while with others calmly read out the letter sounds in pairs and groups and appreciate how each one
reads.
 Responsibility: The learner reads out the letter sounds independently without repeating after the teacher.
Pertinent and Contemporary Issues:
Citizenship, social cohesion: The learner reads out the letter sounds together and chants them together learning to appreciate
one another and living in harmony.
Link to other Learning Areas:
Learners chant rhymes to promote phonic awareness they interact with music.

29
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Writing 3.1 Eye-hand By the end of the sub The learner is guided to: 1. Why should
Co-ordination strand, the learner  listen to the teacher’s explanation about we look at our
should be able to: looking keenly while handling the books when
a) describe what to writing material, writing?
(2 Lessons) look at when  observe the teacher’s demonstration of 2. How do we
writing, how to have the eyes focused on the hold our
b) coordinate the eye writing material, books and
and hand when  talk about what to do and what to look at pens/pencils
writing, when writing, when writing?
c) open pages of a  practice focusing their eyes on the
book from left to writing material as they write
right to continue individually and collaboratively,
writing,  turn pages from right to left gently to
d) make attempts of continue writing without skipping pages,
holding a writing  fix puzzles collaboratively using cut
tool and write from pieces of learnt letter sounds to make
left to the right side them whole.
of a book.
Core competencies:
Creativity and imagination: The learner makes connections between different parts of the puzzle to fix letter sound puzzles
correctly to make them complete.
Values:
Unity: The learner works harmoniously with another as a pair to practice focusing their eyes on the writing material.

30
Pertinent and Contemporary Issues:
Social cohesion: The learner works with others collaboratively to fix puzzles using cut pieces of learnt letter sounds to make
them whole
Link to other Learning Areas:
Pre-writing skills such as eye-hand co-ordination and opening of the books from right to left are necessary across Activity
Areas and so links to all.

31
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Questions
3.0 Writing 3.2 Writing By the end of the sub The learner is guided to: 1. How do we hold
readiness strand, the learner should  mention materials like pencils, colour our pencils or
be able to: pencils and books, pens when
(5 Lessons) a) identify materials that  hold a pencil or color pencil correctly writing?
are required for between the index finger and the thumb 2. Where do we
writing, while resting on the middle finger, write on?
b) hold a writing tool in  write the learnt letter sounds in the air
readiness for writing, while facing same direction (a, b, c, d,
c) join dots correctly to e),
complete writing letter  place a book correctly ready for writing,
sounds a, b, c, d, e,  join dots of letter sounds from left to
d) practice holding a right on their books filling each page
writing tool and from top to bottom,
putting marks on  model letter sounds in groups for
surfaces, mastery using clay, plasticine or dough,
e) embrace the use of
 sing songs related to letter sounds with
writing materials to
peers as they join the dots.
improve writing.
Core competencies:
Learning to learn: The learner pursues to learn about writing and identifies new ways of writing letter sound such as writing in
the air.
Values:
 Unity: The learner appreciates efforts of others as they cooperate when modelling letter sounds in groups using clay,
plasticine or dough.

32
 Peace: The learner displays tolerance while working with others and modelling.
Pertinent and Contemporary Issues:
Social cohesion: The learner engages in songs related to letter sounds with peers as they join the dots.
Link to other Activity Areas:
Writing skill is necessary and important in all other Activity Areas to put down on books what has been learned.

33
 4.0 MY HOME
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
1.0 Listening 1.1 Naming By the end of the sub strand The learner is guided to: How do people use
and Speaking (3 lessons) the learner should be able to:  assign correct names to objects and different things
a) name things found at items found at home, found in the home?
home,  mention names of members of the
b) name people found at family and other people found in
home, the home,
c) construct simple sentences  engage in simple conversations
using vocabulary related to using sentences and talking about
things found at home, objects and items found at home in
d) use vocabulary related to relation to colour, shape, size and
people found at home, use,
e) enjoy activities that involve  talk about members of the family
naming of things and and other people in relation to their
people found at home. different roles,
 listen to an audio clip with a story
on things found at home,
 answer oral questions from the
audio clip on things found at home,

34
  collaboratively engages in
vocabulary games about things and
people found at home,
 view and discuss video clip on
things and people found at home,
 discuss use of different objects
found at home,
 recite poems and rhymes about
things and people found at home.

Core Competencies:
 Self-efficacy: The leaner confidently recites poems and rhymes about things and people found at home.
 Creativity and imagination: The learner engages in vocabulary games about things and people found at home and tries all
means to win.
Values:
 Love: The learner while playing vocabulary games with others learns to forgive one another when wronged.
 Respect: The learner demonstrates humility while engaging in daily interactions with family members.
Pertinent and Contemporary Issues:
Social cohesion: The learner embraces living and working together with others as they engage into conversations and play
vocabulary games together.
Link to other Activity Areas:
The concept of home, people found at home, work done by family members and food eaten at home is also learned in
Environmental Activities.

35
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.2 Passing By the end of the sub strand The learner is guided to: 1. Why do we
and Speaking information the learner should be able to:  mention similarities in things found have different
a) identify similarities of at home, things and
things found at home,  mention differences in things found people at
(3 Lessons) b) discuss the differences in at home, home?
things found at home,  name different buildings found at 2. How can some
c) talk about the differences home like cowshed, latrine/toilet, of the items
in people found at home, houses, kitchen, and objects
d) use relevant vocabulary  read aloud pictures of things found found at home
to pass verbal at home such as furniture (tables, injure us?
information about the stools, coaches), utensils (spoons,
environment in relation cups, kettles, knives, pot…),
to things found at home, animals and people,
e) e) show involvement by  tell the differences in people found
contributing in the at home
passing of verbal  in groups mention things found
messages about the home within the home environment using
environment. relevant vocabulary,
 collaboratively talk about things
found at home that can be harmful
and how they can avoid them

36
 (guide well, not instilling fear
learners),
 talk about differences in animals
found at home,
 sing songs about things found at
home.
Core Competencies:
 Communication and collaboration: The learner with other learners talk about things found at home that can be harmful
so as to avoid them.
 Self- efficacy: The learner assertively mentions things found within the home environment using relevant vocabulary.
Values:
 Respect: The learner respects others’ opinions as they all talk about things found at home.
 Responsibility: The learner works hard to complete the assigned roles such as talking about people found at home, things
found at home and their similarities and differences.
Pertinent and Contemporary Issues:
Disaster Risk Reduction: The learner is cautioned against some harmful things found at home as they discuss this together
with avoidance of the same.
Link to other Activity Areas:
Environmental Activities where people and animals are learned.

37
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.1 Visual By the end of the sub The learner is guided to: 1. How do we use
discrimination strand the learner should  read pictures of things found at home different items
be able to: such as people, animals, houses, farm and objects
(5 lessons) a) recognise pictures of found at home?
tools, furniture, utensils, digital
things found at home, devices, clothes and plants either from 2. How do we take
b) points out similarities a video clip, books, cards, charts or care of the
in pictures of objects board, things found at
found at home,  identify similarities in the pictures on home?
c) points out differences their use, where they are found, color,
in pictures of objects size,
found at home,  identify the differences in digital
d) enjoy pointing out pictures of objects found at home and
differences in their uses,
observed things in the  collaboratively looks at the things
environment. found in the class and relate them to
some things found at home for
example, tables, desks and furniture at
home, buildings, plants, toilets…,
 talk about things in school that are not
found at home, as well as things at
home that are not in school,

38
  talk about how to care of the things
found at home,
 sing songs related to things found at
home.
Core Competencies:
 Critical thinking and problem solving: The learner objectively identifies similarities and differences in things found at
home.
 Digital literacy: The learner uses technology to identify differences in digital pictures of objects found at home and their
uses.
Values:
 Integrity: The learner together with others exercise discipline while singing songs related to things found at home.
 Love: The learner works with others at peace and with concern as they look at the things found in the class and relate them
to some things found at home.
Pertinent and Contemporary Issues:
Environmental Awareness: The learner exhibits awareness of the environment by identifying similarities of objects in
pictures on their use, where they are found, color, size.
Link to other Activity Areas:
The learner learns about things found at home as things found in the environment in Environmental activities.

39
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.2 Phonic By the end of the sub strand The learner is guided to: Why are there
awareness the learner should be able  name the second set of 5 letter sounds different sounds in
to: in the alphabet, the environment?
a) read letter sounds of the  pick letter cards randomly and read out
(6 Lessons) alphabet (f g h i j), the sounds,
b) articulate correctly all  match letter sounds with corresponding
the learnt letter sounds object names whose names begin with
(a-j), the learnt sound,
c) match learnt letter  chant rhymes on letter sounds in
sounds with groups, in pairs and individuals,
corresponding objects  play letter sound fishing game by
whose names begin picking a letter sound from a box, bag
with the sound, or basket, reads it out and displays as
d) d) participate with other learners confirm if read out
pleasure in activities correctly,
related to reading.  sing songs related to letter sounds.
Core Competencies:
 Critical thinking and problem solving: The learner has to think critically to correctly match letter sounds with the
corresponding objects.
 Creativity and imagination: The learner devices creative ways of playing letter sounds fishing game in order to win.
Values:
 Responsibility: The learner independently matches letter sounds with corresponding objects.
40
 Unity: The learner cooperates with others as they play the letter sound fishing game with others.
Pertinent and Contemporary Issues:
Effective communication: The learner chants rhymes on different letter sounds articulating them correctly.
Link to other Learning Areas:
Linked to Music activists (Creative activities) when they sing songs and chant rhymes related to letter sounds.

41
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0. Writing 3.1 Writing By the end of the sub The learner is guided to: Why do we
readiness strand the learner should  list different tools used for writing such as write?
be able to: pencil, colour pencils, pens,
a) name tools used for  name different tools that can be used for
(6 lessons) writing, writing,
b) show how to hold  demonstrate how to hold a writing tool
writing tool correctly, correctly (index finger and the thumb
c) Participate in pre- supported by the middle finger),
writing letter sounds,  write letter sounds a, b, c, d, e in the air and
d) enjoy participating in on the ground,
pre-writing activities  colour the above letter sounds,
in.  join dots to complete letter sounds a, b, c, d,
e,
 chant rhymes on letter sounds a, b, c, d, e in
groups, in pairs and as individuals,
 model letter sounds a, b, c, d, e using clay,
plasticine or dough,
 wash hands after modelling,
 display own work for others to see and
wash their hands with soap and water.
Core Competencies:
 Creativity and imagination: The learner exercises originality in modeling letter sounds a, b, c, d, e.

42
 Learning to learn: The learner learns how to model letter sounds a, b, c, d, e using different modelling materials.
Values:
 Responsibility: The learner engages in the pre-writing activities such as coloring, modelling with determination.
 Integrity: The learner commits self to complete the assigned pre-writing activities consistently.
Pertinent and Contemporary Issues:
 Social cohesion: The learner interacts with others in the pre-writing activities and works in harmony with them.
 Personal hygiene awareness: The learner washes hands after a modeling activity.
Link to other Learning Areas:

43
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Writing 3.2. Writing By the end of the sub Guide the learner to; How can we write
letter sounds strand the learner should  recognize the first five letter sounds (a, on different
be able to: b, c, d, e), surfaces?
 write the first 5 letter sounds in books,
a) identify the first five
(6 Lessons) letter sounds (a, b, c,  read letter sounds f,g,h,i,j on books,
d, e), charts, board, from a digital device or
b) write the first five cards.
letters of the alphabet  observe teacher write letter sounds
that match the sounds f,g,h,i,j one by one while facing same
learned, direction.
c) write the second set  write in the air letter sounds f,g,h,i,j,
of five letter sounds  Join dots for letter sounds f,g,h i,j,
(f, g, h, i, j),  in pairs or small groups, learner to
d) enjoy participating in trace and shade outlines of letter sound
writing activities f,g,h,i j,
 colour and paint letter sounds a,b,c,d,e
while singing related rhymes,
 model letter sounds f,g,h,i,j in groups
and in pairs,
 display their modelled painted and
coloured work.

44
Core Competencies:
 Creativity and imagination: The learner exercises originality in coloring, modeling and writing letter sounds in the air.
 Learning to learn: The learner becomes aware that letter sounds can be created by writing, modelling and even painting.
Values:
 Responsibility: The learner is accountable when collecting writing materials together before and after writing and clearing
of working area after modelling.
 Peace: The learner interacts with others and cares to work together harmoniously.
Pertinent and Contemporary Issues:
Personal hygiene awareness: The learner becomes aware of the need to wash hands after a modelling activity.
Link to other Activity Areas: As learners join dots to form letter sounds, art and craft in Creative activities is enhanced.

45
 5.0 MY NEIGHBOURHOOD
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.1 Environmental By the end of the sub The learner is guided to: How do we use
and Speaking awareness strand the learner should be  engage in naming different things different things
able to: in the neighboring environment in our
(4 Lessons) a) name things found in like pets, roads, cars, animals, environment?
the neighbourhood, play fields, people, and houses,
b) construct simple  talk about use of those things in
sentences about things the neighbourhood,
in the neighbourhood,  listen to peers sentences about
c) enjoy observing the uses of things in the environment.
neighbouring  view a video clip that shows
environment for common things found in different
familiarisation. environments,
 talk about similarities of things in
the neighbourhood,
 talk about differences of things in
the neighbourhood,
 sing songs about things found in
the neighbourhood,
 recite poems about things found
in the environment and their care.

46
Core competencies to be developed:
Learning to learn: The learner gets new information and vocabulary by engaging in naming different things in the
neighboring environment like pets, roads, cars, animals, play fields, people, and houses,
Values:
Respect: The learners take into consideration diverse opinions of peers as they construct sentences about uses of things in the
environment.
Pertinent and Contemporary Issues:
Environmental awareness: The learner discovers use of things in the environment and gets sensitised to participate actively
in keeping the environment clean.
Link to other Learning Areas: Through environmental activities, the learner learns more about environmental awareness by
daily taking care of the environment.

47
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.2 Auditory By the end of the sub strand The learner is guided to: How do you
and speaking discrimination the learner should be able  name things that make different respond to different
to: sounds in the environment in and sounds in the
(a) recognize various outside school such as bells, environment?
sounds in the animals, alarms, vehicles, crying
(5 Lessons) environment, babies and phones,
(b) respond appropriately to  identify sounds in the environment
sounds that represent that communicate safety like
safety in the claps, cheers, laughter,
environment,  identify sounds in the environment
(c) respond appropriately to that communicate danger like
sounds that represent sirens of ambulance and fire
danger in the extinguisher, screams and barking
environment, dogs,
(d) advocate for correct  role play both safe and dangerous
responses to sounds in situations that are represented by
the environment. certain sounds in the environment,
 go for a nature walk within school
compound and identify sounds
heard,

48
  identify different sounds in a
sound recognition game, blind
folded.
Core competencies:
Creativity and imagination: The learner will select right and effective course of action from alternatives during the role play
about safe and dangerous situations that are represented by certain sounds in the environment,
Values:
Responsibility: Observes safety precautions by identifying sounds in the environment that communicate safety or danger.
Pertinent and Contemporary Issues:
Disaster Risk Reduction: The learner is able to keep safe in relation to sounds that communicate danger in the environment
since will help to be more alert.

Link to other Learning Areas:

The learner can connect the learning of things found in the environment in Environmental activities such as animals, objects
among others.

49
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.3 Audience By the end of the sub strand The learner is guided to:
and speaking awareness the learner should be able  interact with each other to discuss Why do people talk
to: how to be audible when speaking, sometimes loudly
(3 Lessons) a) mention ways to ensure  listen to a recording or the teacher and other times
that one is audible, reading a short story clearly and softly?
b) speak clearly and loudly audibly,
when talking to others  listen to news or presentation from
in and out of class, radio,
c) exhibit audience  imitate brief statements from the
awareness while recording, teacher and radio,
speaking to a group of  talk loudly and clearly about
people. things found in the neighbourhood
while projecting voice as others
listen,
 to present songs, poems and
rhymes in class, during parade and
get feedback from friends and
teacher on clarity and audibility.
Core competencies:
Communication and collaboration: The learner projects own voice to speak clearly and effectively about things found in the
neighbourhood.

50
Values
Unity: The learner displays team spirit during presentation of songs, poems and rhymes in class, during parade.
Pertinent and Contemporary Issue
Peer Education and mentorship: The learners interact with each other to discuss how to be audible when speaking.
Link to other Learning Area:
Audience awareness links to creative activities when learners present songs and ensure that they are audible to audience.

51
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.1 Visual By the end of the sub strand The learner is guided to: What did you
memory the learner should be able  respond to questions about pictures of observe on the way
to: things found in the neighbourhood as you were coming
(3 Lessons) a) recognise pictures of either from charts, a digital device, to school?
things found in the books or board,
neighbourhood,  take turns to discuss with peers the use
b) demonstrate awareness of pictures of things found in the
of use of objects in the neighbourhood
neighbourhood with  collaboratively role play use of things
pictures presented, found in the neighbourhood,
c) initiate reading of  look at pictures on a page within given
pictures when time, put the book away and recall the
interacting with print pictures seen earlier,
materials.  talk about use of things in the
neighbourhood,
 match pictures in books, cards or
charts with people and items they use e
g a police man and a gun, a farmer and
a jembe, a nurse and a syringe a cook
and a sufuria…),

52
  view items in a learning corner in the
class-room and answer questions to
recall what they saw,
 recite poems on things found in the
neighbourhood,
 sing songs about things that they have
seen in the neighbourhood.
Core Competencies:
Learning to learn : The learner works independently to match pictures in books, cards or charts with people and items they
use.
Values
Social justice: The learners turn take during the question and answer session about pictures of things found in the
neighbourhood.
Pertinent and Contemporary Issues:
Environmental awareness. The learner’s creativity and environmental awareness is promoted by matching pictures in
books, cards or charts with people and items they use .
Link to other Learning Areas:
This is comparable to creative activities as they both entail singing about things that learners have seen in the neighbourhood

53
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.2 Phonic By the end of the sub The learner is guided to: Which things
awareness strand the learner should  identify the sounds in a sequence (k, l, m, n, have sound ‘b’
be able to: o, p, q, r, s, t), in their name?
a) read sounds  identify the learnt sounds from charts,
(8 Lessons) representing letters of board, books, cards and labels in pairs to
the alphabet in a enhance sound recognition,
sequence,  select objects and pictures whose names
b) match learnt sounds begin with the learnt sound for
correctly with objects memorization (k for kite, l for ladder...),
whose name begin  sing songs, recite poems and chant rhymes
with similar sound for related to sounds corresponding to letters
mastery, displayed letters,
c) chant rhymes on learnt  play letter recognition games like fishing
sounds, letter games and letter sorting to reinforce
d) d) participate in sound understanding of sounds,
recognition activities.  compete in sound recognition games and
show fairness in winning and acceptance in
loosing.

Core Competencies:
Learning to learn: The learner develops self-discipline when they play letter recognition games like fishing letter games and
letter sorting to reinforce understanding of sounds.

54
Values:
Unity: The learner identifies sounds from charts, board, books, cards and labels in pairs to enhance sound recognition.
Pertinent and Contemporary Issues:
Learner support is enhanced as the learner develops inter-personal relationships during sound recognition games.
Link to other Learning Areas:
Phonic awareness is a skill necessary in all Activity Areas in preparation for reading, it is therefore linked to all.

55
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0. Writing 3.1 Pattern By the end of the sub strand The learner is guided to: Why do we
writing the learner should be able  recall learnt letter sounds using a chart, sometimes write
to:  demonstrate the meaning of a pattern something
(3 Lessons) a) identify patterns written as repeated arrangement using physical repeatedly?
using letters of the objects in the class such as sticks, letter
alphabet, cards, books,
b) use writing tools  write learnt letter sounds in the air
appropriately to make facing same direction as the teacher,
pattern,  observe the teacher writing a letter
c) participate in activities sound pattern,
related to pattern  write in the air the demonstrated letter
writing. sound pattern,
 complete writing a letter sound pattern,
in pairs,
 complete writing a letter sound pattern
individually,
 display completed letter sound patterns
to others in class for peer assessment.

Core competencies to be developed:

 Creativity and imagination: The learner writes the letter patterns in the air.
 Self-efficacy: The learner completes the patterns and displays for other learners and teacher for feedback.

56
Values
 Respect: The learner shows resilience by following instructions to complete letter sound patterns to the end.
 Responsibility: The learner strives to independently complete patterns on letter sounds using a writing tool.
Pertinent and Contemporary Issues:
Social-cohesion: The learner chants rhymes in pairs and groups.
Link to other Activity Areas:
Creative activities and Mathematics have making patterns and hence they are linked.

57
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
3.0.Writing 3.2 Phonic By the end of the sub strand The learner is guided to: 1. What do we
awareness the learner should be able to:  write learnt letters of the alphabet in need to use to
a) write letters of the alphabet the air (r, s, t, u, v, w, x, y, z), write letters of
(8 Lessons) correctly in and out of class  join dots to complete letters of the the alphabet?
(r, s, t, u, v, w, x, y, z), alphabet, 2. Where can we
b) match letter sounds with  trace and copy letters of the read letters of
corresponding objects alphabet. the alphabet?
whose name begin with  model letters of the alphabet using
same sound for mastery, clay, dough or plasticine,
c) d) take pleasure in using  practice writing letters of the
basic tools for writing in alphabet using ICT letter writing
class. games,
 write letters of the alphabet in
writing books, chalkboard, on the
ground or other materials,
 make patterns using letters of the
alphabet,
 Models letters of the alphabet and
washes hands after,
 in pairs and groups learners make
patterns using letters of the
alphabet,

58
  display work done by groups for
peer assessment and feedback.
Core competencies;
 Communication and collaboration: The learner works with others in groups as they make patterns using letters of the
alphabet.
 Creativity and imagination: The learner while in groups writes patterns and display creatively for peer assessment.
Values;
 Unity: The learner works with others to achieve common goals in making patterns using letters of the alphabet.
 Social justice: Gender equality awareness as boys and girls take equal opportunities in the group activities.
Pertinent and Contemporary Issues
 Health education awareness: The learner washes hands after modelling letters of the alphabet.
 Social cohesion: The learner works with others in harmony and co-operation when making patterns.
Link to other Activity Areas:
The learner chants rhymes to promote phonetic awareness which is linked to singing in Music.

59
 6.0 MY SCHOOL
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.1 Auditory By the end of the sub The learner is guided to: What are the
and Speaking memory strand the learner should  listen to a variety of sounds from the differences in
be able to: school environment, sounds within the
(4 Lessons) a) recall a variety of  say letter sounds already learnt, school
sounds in the school  engage in nature walk within the environment?
environment, school and identify each sound made
b) point out letter (ringing bells, sound from animals
sounds correctly in and birds, moving vehicles),
and out of class.  listen to a recorded audio clip on
c) chant rhymes on sounds made by familiar things in the
letter sounds learnt, environment as they identify them,
d) d) Take pleasure in  tell a variety of sounds heard at home
listening to sounds and on the way to school in pairs, in
in the school groups and as a whole class,
environment.  chant letter sounds and rhymes
learnt.
Core Competencies:
 Critical thinking and problem solving: The learner recalls learnt letter sounds as well as familiar sounds in the
environment.
 Self-efficacy: The learner tells a variety of sounds heard in the morning in groups and to the whole class.

60
Values:
 Respect: The learner works well in humility with others and gives each other time to say sounds recalled.
 Unity: The learner cooperates with others as they work in groups.
Pertinent and Contemporary issues:
Animal welfare is enhanced as the learner learns to take care of animals within the environment e g providing food.
Link to other Activity Areas:
Auditory memory helps in recalling what has been learned by way of hearing in the different Activity areas and so is linked to
all.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Listening 1.2 Articulation By the end of the sub The learner is guided to: How do different
and Speaking of letter sounds strand the learner should  identify letter sounds from words sounds in school
be able to: read by the teacher that relate to help us?
a) Identify vowel school like bag, boy, pen,
(6 Lessons) sounds in words,  list vowels from the letter sounds,
b) select vowels from  listen to articulation of the vowels
letter sounds, from the teacher or a digital device
c) Articulate all letter and imitate,
sounds from the  observe charts with all the letters of
alphabet, the alphabet on the wall,
d) Take pleasure in  recite letters of the alphabet,
articulating vowels  read vowel sounds written on the
and other letter boards and charts ((a e i o u),
sounds.
 chant rhymes on vowel sounds,
 collaboratively engage in sound
articulation games like fishing
game.
Core competencies:
Communication and collaboration: The learner collaboratively articulates letter sounds in preparation for reading.
Self-efficacy: The learner confidently chants letter sounds and correctly articulates vowels.
Values:
 Social justice: The learner together with others work co-operatively to articulate letter sounds in a fishing game.

62
 Love: The learner exercises self-sacrifice when engaging in sound articulation fishing games.
Pertinent and Contemporary Issues:
Social cohesion is enhanced as learners articulates letter sounds collaboratively.
Link to other Activity Areas:
Links to Environmental Activities as learners imitate different sounds example, hooting of vehicles.

63
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Reading 2.1 Letter By the end of the sub strand The learner is guided to: 1. Where can we
recognition the learner should be able to:  Identify all lettters of the alphabet read letter
a) read all letters of the from print in and out of school, sounds from?
(8 Lessons) alphabet from print in  recognize letters of the alphabet in 2. Which letter
and outside school, lower case, sounds do you
b) distinguish between the  recognize letters of the alphabet in like most?
lower case and upper upper case, Why?
case letters of the  listen to letters of the alphabet being
alphabet, read either from a digital device or
c) chant rhymes to match by the teacher,
letter names and letter  imitate reading letters of the alphabet
d) participate with pleasure in bits,
in letter reading  individually or in small groups
activities. engage in letter recognition games, e
g, letter fishing games, letter sorting,
letter hunting,
 compete in letter recognition games
and show fairness in winning and
acceptance in losing,
 chant rhymes to match letter names
with letter sounds (letter a, sound /a/,
letter b, sound /b/ ,

64
  sing songs or recite poems related to
letter recognition, while displaying
letters.
Core competencies:
 Learning to learn: The learner pursues and persists to learn more about letter sounds and letter names.
 Communication and collaboration: The learner interacts with others in groups to read and chant letter sounds and letter
names.
2.Values:
 Responsibility: The learner works hard to become more aware of letters and sounds and can read and recognise them out
of class.
 Unity: The learner together with others chant letter sounds and rhymes to achieve a common goal with fairness.
Pertinent and Contemporary Issues:
Self-awareness: The learner becomes more aware of own abilities in relation to reading and recognising letter names and
letter sounds.
Link to other Learning Areas:
As learners chant rhymes for letter recognition they link to singing and chanting rhymes in Music Activities (Creative Arts).

65
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.0 Reading 2.2 Picture By the end of the sub strand The learner is guided to: What do you like
reading the learner should be able to:  view pictures of things found in about your school?
a) recognize pictures of school either on print, charts or from a
(2 Lessons) things found at school, digital device,
b) demonstrates print  match pictures with things found in
awareness by matching and out of school,
pictures with things found  in pairs or groups, talk about the
in and out of school, pictures by identifying them and
c) keep participating in stating use of the objects,
activities related to picture  take a nature walk within the
reading. classroom and outside the classroom
identifying all objects and with
guidance on how to be safe,
 sing songs related to things found in
school,
Core Competencies:
 Critical thinking and problem solving: The learner relates pictures read with the corresponding actual objects seen
during the nature walk within the school.
 Digital literacy: The learner manipulates, with the help of the teacher, a digital device to see pictures of things found in
school.
Values:
 Respect: The learner works patiently with others as they interact with technology.

66
 Unity: The learners co-operate when chanting rhymes on letter sounds.
Pertinent and Contemporary Issues:
Child Safety and Security in the school is enhanced as the learner is guided on how to ensure safety during the nature walk
within the school.
Link to other Learning Areas:
Picture reading is a prerequisite for reading and a necessary skill across Activity areas, it links to all.

67
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Writing 3.1 Letter By the end of the sub The learner is guided to: 1. What can we
formation strand the learner should be  observe the teacher demonstrate letter do with letters
able to: formation in the air, writing boards and of the alphabet
8 Lessons a) write the letters of the imitate, to make them
alphabet in lower case  write the letters of the alphabet in upper appear good?
and upper case, and lower case, 2. What games
b) order letters of the  in pairs and small group learner to trace relating to
alphabet in lower case and join dots to form letters, letter sounds do
and upper case in and  write the letters of the alphabet in upper you like
out of class, case and lower case, playing?
c) match letters in lower  match letters in upper case and lower
case and upper case case appropriately,
correctly,  color and paint letters of the alphabet
d) organise activities while singing,
related to writing of
 use ICT devices to play letter formation
letters of the alphabet
games where applicable,
guided by the teacher.
 chant rhymes on letters of the alphabet,
 collaboratively model letters of the
alphabet in upper case and lower case,
 clear working area and wash hands
with clean water and soap

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Core Competencies:
 Communication and Collaboration: The learner works well in pairs and in groups by modeling letters of the alphabet in
upper and lower case.
 Self-efficacy: The learner feels confident when writing correctly letter sounds in upper and lower case.
Values
 Integrity: The learner works honestly with others when modelling the letters of the alphabet.
 Social justice: The learner embraces fairness as they learn to share resources equitably while using paints, crayons to
colour letters of the alphabet.
Pertinent and Contemporary Issues:
Personal hygiene: The learner embraces washing hands with soap and clean water after tiding up their coloring, painting and
modelling items
Link to other Learning Areas:
Letter formation is artistic in nature as learners design the letters which relates to design making in Creative Activities (art and
craft).

69
Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
3.0 Writing 3.2 Writing By the end of the sub strand the The learner is guided to: 1. Which items do
practice learner should be able to:  join dots to make letters of the we use for
a) write letters of the alphabet alphabet, writing,
(5 lessons) correctly,  trace and copy letters of the coloring and
b) Write patterns using letters alphabet correctly, painting?
of the alphabet,  in pairs or small groups learners to 2. Why do we
make patterns using letters of the learn letters of
c) initiate writing activities in alphabet, the alphabet?
and out of school.  practice writing letters of the
alphabet using ICT letter writing
games,
 write letters of the alphabet in, slate
boards, books and any other
writing surface,
 draw and color pictures of things
found in school,
 model things found in the school.
Core Competencies:
 Creativity and imagination: The learner comes up with unique and new ideas as they draw and colour pictures of things
found in school.
 Digital literacy: The learner engages in familiarizing with digital device when writing letters of the alphabet through ICT
letter writing games.

70
Values:
 Responsibility: The learner writes letters of the alphabet independently in sand traces, slate boards, books and any other
writing tools.
 Unity: The learner inculcates a sense of fairness when sharing writing resources such as plasticine, clay, paints, colour
pencils when playing ICT letter writing games in groups, amicably.
Pertinent and Contemporary Issues:
Self-discipline: The learner learns to work collaboratively with others without unnecessary conflicts when writing letters of
the alphabet on slates, boards and other writing materials.
Link to other Learning Areas:
Writing practice is necessary in all activity areas therefore linked to all as learners involve themselves in joining dots, tracing,
writing and colouring.

71
SUGGESTED FORMATIVE ASSESSMENT RUBRIC FOR LISTENING AND SPEAKING

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Indicator
Ability to use Uses appropriate Uses appropriate Uses appropriate Uses appropriate
appropriate vocabulary and gestures vocabulary when vocabulary when vocabulary when
vocabulary when when greeting and greeting and bidding greeting but struggles greeting and bidding
greeting and bidding bidding farewell in social farewell in social in use of appropriate farewell in social
farewell in social interactions. interactions. vocabulary for bidding interactions only when
interactions. farewell in social guided.
interactions.
Ability to identify Identifies self correctly by Identifies self Attempts to identify Identifies self correctly
self correctly by name and gender and correctly by name self correctly by name by name and gender
name and gender. even gives other details and gender. and gender. with guidance.
like likes, home location
and names of family
members.
Ability to listen and Always listens and Listens and responds Sometimes listens and Listens but never
respond to different responds to different to different sounds responds to different responds to different
sounds for sounds for enjoyment. for enjoyment. sounds for enjoyment. sounds for enjoyment.
enjoyment.
Ability to identify Identifies and uses perfect Identifies and uses Identifies but rarely Identifies and uses right
and use right vocabulary in different right vocabulary in uses right vocabulary in vocabulary in different
vocabulary in conversations. different different conversations. conversations only
conversations. when assisted.

72
different
conversations.
Ability to tell and Always tells and retells Tells and retells Sometimes tells and Only tells and retells
retell stories stories correctly to report stories correctly to retells stories correctly stories correctly to
correctly to report happenings. report happenings. to report happenings. report happenings with
happenings. cues.
Ability to listen Listens actively and Listens actively and Attempts to listen Listens although not
actively and respond responds very responds to simple actively and respond to actively and rarely
to simple appropriately to simple instructions. simple instructions. responds to simple
instructions. instructions. instructions.
Ability to identify Identifies and uses right Identifies and uses Identifies but does not Identifies right
and use right vocabulary depicting right vocabulary always use right vocabulary depicting
vocabulary depicting polite language depicting polite vocabulary depicting polite language when
polite language. accompanied by gestures. language. polite language. guided but has
challenges in the use of
the right vocabulary
depicting polite
language even with
assistance.
Ability to construct Constructs simple Constructs simple Constructs simple Constructs simple
simple sentences sentences using the right sentences using the sentences but uses sentences using the right
using the right vocabulary and right vocabulary. wrong vocabulary. vocabulary with a lot
vocabulary. appropriate non-verbal difficulty.
expressions.
Ability to pass Always passes Passes information Sometimes passes Passes information but
information and information and and communicates information and never communicates the

73
communicate the communicates the the intended message communicates the intended message
intended message intended message accurately. intended message accurately.
accurately. accurately. accurately.
Ability to Demonstrates Demonstrates Demonstrates Demonstrates
demonstrate environmental awareness environmental environmental environmental
environmental through a variety of awareness through awareness through few awareness through
awareness through activities and enlightens different activities. activities. different activities when
different activities. others on the same. prompted.
Ability to recall and Recalls, distinguishes and Recalls and Recalls but does not Recalls and
distinguish sounds imitates sounds from the distinguishes sounds distinguish sounds distinguishes sounds
from the environment. from the from the environment. from the environment
environment. environment. when assisted.
Ability to exhibit Always exhibits audience Exhibits audience Sometimes exhibits Rarely exhibits audience
audience awareness awareness by varying awareness by audience awareness by awareness by varying
by varying intonation when varying intonation varying intonation intonation when
intonation when addressing audience. when addressing when addressing addressing audience.
addressing audience. audience. audience.
Ability to recall and Recalls and with details Recalls and Attempts to recall and Recalls and
distinguish different distinguishes different distinguishes distinguish different distinguishes different
objects in the objects in the different objects in objects in the objects in the
environment using environment using the environment environment using environment using
observable observable characteristics. using observable observable observable
characteristics. characteristics. characteristics. characteristics only
when guided.
Ability to recognise Recognises and imitates Recognises and Recognises but finds it Recognises and imitates
and imitate familiar familiar and non-familiar imitates familiar difficult to imitate familiar sounds from the

74
sounds from the sounds from the sounds from the familiar sounds from environment with a lot
environment. environment. environment. the environment. of difficult.
Ability to identify Always identifies and Identifies and recalls Sometimes identifies Seldom identifies and
and recall learned recalls learned letter learned letter sounds. and recalls learned recalls learned letter
letter sounds. sounds. letter sounds. sounds.
Ability to articulate Articulates correctly letter Articulates correctly Articulates letter Articulates letter sounds
correctly letter sounds, both vowels and letter sounds, both sounds, both vowels with most of the vowels
sounds, both vowels consonants and even vowels and and consonants though and consonants being
and consonants. demonstrates awareness consonants. not all are correctly articulated incorrectly
of syllables. articulated. even when assisted.

75
SUGGESTED FORMATIVE ASSESSMENT RUBRIC FOR READING

Level Exceeds Meets Expectations Approaches Below Expectations

Expectations Expectations
Indicator
Ability to move eyes Every time moves Moves eyes from left Sometimes moves eyes Rarely moves eyes
from left to right while eyes from left to right to right while from left to right while from left to right
holding a book in while holding a book holding a book in holding a book in while holding a book
preparation for reading. in preparation for preparation for preparation for reading. in preparation for
reading. reading. reading.
Ability to read text and Reads text and Reads text and Attempts to read text and Reads text and
pictures from top to the pictures from top to pictures from top to pictures from top to the pictures from top to
bottom of a page. the bottom of a page the bottom of a page. bottom of a page. the bottom of a page
and uses words to when prompted.
explain the same.
Ability to turn pages Turns pages carefully Turns pages from Turns pages from right to Turns pages from
from right to left in and with an ease from right to left in left though with difficulty right to left with
preparation for reading. right to left in preparation for in preparation for difficulty even when
preparation for reading. reading. assisted in preparation
reading. for reading.
Ability to take care of Takes care of books Takes care of books Tries to take care of Greatly challenged in
books through different through different ways through different books through different taking care of books
ways in preparation for in preparation for ways in preparation ways in preparation for through different ways
reading. reading and for reading. reading although with in preparation for
supports/influences difficulties in arranging reading and so is
peers to do the same. the books on

76
 shelves/cupboards, bags always assisted in
and even may tear them caring for the books..
due to difficulty turning
of pages.
Ability to identify and Identifies and always Identifies and uses Identifies although rarely With guidance
use correct reading uses correct reading correct reading uses correct reading identifies but rarely
posture. posture. posture. posture. uses correct reading
posture.
Ability to interpret Always interprets Interprets drawn Sometimes interprets Interprets drawn
drawn pictures drawn pictures pictures correctly. drawn pictures correctly. pictures correctly only
correctly. correctly. with assisted.
Ability to identify and Identifies and recalls Identifies and recalls Identifies and recalls Identifies with
recall letter sounds. letter sounds letter sounds. letter sounds although not guidance but does not
sequentially. all and the sequence is recall letter sounds.
not always right.
Ability to demonstrate Demonstrates perfect Demonstrates Demonstrates partial Exhibits lack of
awareness of letter awareness of letter awareness of letter awareness of letter awareness of letter
sounds –letter names sounds –letter names sounds –letter names sounds –letter names sounds –letter names
correspondence. correspondence. correspondence. correspondence since not correspondence.
all letter sounds and
names are mastered.
Ability to recall and Recalls and correctly Recalls and Recalls but experiences a Experiences a
distinguish different distinguishes different distinguishes challenge in challenge in both
objects in the objects in the different objects in distinguishing different recalling and
environment using environment using the environment objects in the distinguishing
observable features. observable features. different objects in the

77
 using observable environment using environment using
features. observable features. observable features.
Ability to read names of Reads names of the Reads names of the Reads names of the With difficulty reads
the letters of the letters of the alphabet letters of the letters of the alphabet names of the letters of
alphabet. correctly articulating alphabet. although not all and some the alphabet even
them. are not correctly when guided and
articulated. correct articulation is
a big issue.
Ability to distinguish Distinguishes lower Distinguishes lower Distinguishes lower case Distinguishes lower
lower case letters from case letters from upper case letters from letters from upper case case letters from upper
upper case letters of the case letters of the upper case letters of letters of the alphabet case letters of the
alphabet. alphabet through both the alphabet. although not all. alphabet only when
reading and writing. assisted to do so.

78
SUGGESTED FORMATIVE ASSESSMENT RUBRIC FOR WRITING

Level Exceeds Meets Expectations Approaches Below Expectations

Expectations Expectations
Indicator
Ability to identify and Identifies and always Identifies and uses Identifies but rarely Identifies appropriate
use appropriate sitting uses appropriate appropriate sitting uses appropriate sitting posture when
posture in preparation sitting posture in posture in preparation sitting posture in guided and rarely uses
for writing. preparation for for writing. preparation for the same even when
writing. writing. assisted to in
preparation for
writing.
Ability to hold a writing Holds a writing tool Holds a writing tool Attempts to hold a Experiences
tool appropriately in appropriately in appropriately in writing tool challenges in holding
preparation for writing. preparation for writing preparation for writing. appropriately in a writing tool
and even writes preparation for appropriately in
identifiable marks on writing. preparation for writing
writing surfaces. even with prompting.
Ability to put marks on Puts marks on writing Puts marks on writing Attempts to put marks Assisted to put marks
writing materials by materials by materials by scribbling on writing materials on writing materials
scribbling and scribbling and and colouring. by scribbling and by scribbling and
colouring. colouring evenly and colouring. colouring since
within borders. holding the writing
tools is a big
challenge.

79
Ability to interpret Always interprets Interprets appropriately Sometimes interprets Interprets
appropriately appropriately illustrated/drawn appropriately illustrated/drawn
illustrated/drawn illustrated/drawn objects. illustrated/drawn objects although
objects. objects. objects. inappropriately.
Ability to identify and Identifies and Identifies and uses Identifies but Exhibits a challenge in
use appropriately realistically uses appropriately writing experiences a identifying and using
writing and colouring appropriately writing and colouring materials. challenge in using appropriately writing
materials. and colouring appropriately writing and colouring
materials. and colouring materials.
materials.
Ability to demonstrate Demonstrates perfect Demonstrates eye-hand With difficulty Exhibits a major
eye-hand coordination eye-hand coordination coordination in demonstrates eye- challenge in
in preparation for in preparation for preparation for writing. hand coordination in coordinating eyes and
writing. writing. preparation for hands in preparation
writing. for writing.
Ability to turn pages Turns pages carefully Turns pages from right Turns pages from Turns pages from
from right to left in and with an ease from to left in preparation for right to left though right to left with
preparation for writing. right to left in writing. with difficulty in difficulty even when
preparation for preparation for assisted in preparation
writing. writing. for writing.
Ability to join dots Joins dots perfectly to Joins dots correctly to Attempts to join dots Exhibits a challenge in
correctly to complete complete letter complete letter sounds. correctly to complete joining dots correctly
letter sounds. sounds. letter sounds. to complete letter
sounds.

80
Ability to recognise and Correctly recognises Recognises and writes Recognises but Exhibits a challenge in
write letters of the and neatly writes letters of the alphabet. experiences a both recognising and
alphabet. letters of the alphabet. challenge in writing writing letters of the
letters of the alphabet. alphabet.
Ability to write patterns Creatively writes Writes patterns using Attempts to write Needs assistance to
using letters of the patterns using letters letters of the alphabet. patterns using letters write patterns using
alphabet of the alphabet. of the alphabet. letters of the alphabet.
Ability to write letters Neatly writes all the Writes letters of the Writes letters of the Seems not
of the alphabet in lower letters of the alphabet alphabet in lower case. alphabet in lower case differentiate lower
case. in lower case. although with some case from upper case
mix up. when writing letters of
the alphabet.
Ability to write letters Neatly writes all the Writes letters of the Writes letters of the Seems not
of the alphabet in upper letters of the alphabet alphabet in upper case. alphabet in upper case differentiate upper
case. in upper case. although with some case and lower case
mix up. when writing letters of
the alphabet.
Ability to match lower Correctly and speedily Matches lower and Matches some lower Assisted to match
and upper case letters of matches all lower and upper case letters of the and upper case letters lower and upper case
the alphabet. upper case letters of alphabet. of the alphabet. letters of the alphabet.
the alphabet.

81
APPENDIX 1: COMMUNITY SERVICE LEARNING (CSL) AT EARLY YEARS EDUCATION (PP1&2 AND GRADE
1-3)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and the
real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL is
hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners to undertake age-
appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be taken into account
when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered across the school terms:

Steps in carrying out the integrated CSL activity

1) Preparation
● Determine the activity for the learners
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders
in the school community
● Identify and develop assessment tools

82
 2) Implementation of CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time,
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity will
be derived from the broader categories of the PCIs and concepts from the various Learning Areas. The teachers are expected to
vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the planning

83
and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL activity,
learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.
Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies developed and values nurtured. Assessment should focus on both the process and
end product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule,
checklist, rating scale or any other appropriate assessment tool.

84
APPENDIX 2: SUGGESTED ASSESSMENT METHODS FOR THE DIFFERENT LANGUAGE SKILLS

Listening and Speaking Skills Reading Skills Writing Skills

 Chanting rhymes  Oral interviews  Teacher-made tests
 Singing songs  Reading aloud  Peer assessment
 Reciting poems  Question and answer  Self-assessment
 Playing conversational games  Teacher-made tests  Portfolio
 Role play  Learner portfolios  Assessment rubric
 Oral interviews  Peer assessment  Checklists
 Dialogues  Self-assessment  Rating scales
 Teacher-made tests  Rating scales
 Peer Assessment  Checklists
 Self-assessment  Assessment rubric
 Fluency tests
 Articulation tests
 Assessment rubric
 Checklists
 Rating scales

85
APPENDIX 3: SUGGESTED LEARNING RESOURCES

Non-Digital Digital
Course books Pictures and photographs
Pictures and photographs Electronic and digital devices (mobile phone, laptops,
tablets, computers, projectors, radios, televisions)
Flash cards Flashcards
Charts Charts
Realia Video clips (Animated and non-animated)
Letter jigsaw puzzles Audio-visual resources
Picture puzzles Radio programmes
Recorded poems and rhymes Web resources (example, kec- kenya education cloud)
Recorded songs
Learning corners
Letter cut-outs
Book covers, shelves, boxes, bags
Puppets
Clay/plasticine/dough for modelling
crayons
Colour pencils
Colouring books
costumes

86
masks
Letter boards
Pocket charts
Paint and brushes

87